Swords with Blunt Edges

Autor/in	Popham, W. James
Titel	Swords with Blunt Edges
Quelle	In: Educational Leadership, 62 (2004) 4, S.86-87 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Stellungnahme; Federal Legislation; Accountability; High Stakes Tests; School Effectiveness; Public Schools; Socioeconomic Status; Test Bias + Suchen Sie Ihr Suchwort? Bundesrecht; Verantwortung; Schuleffizienz; Public school; Öffentliche Schule; Socio-economic status; Sozioökonomischer Status; Testkritik
Abstract	Many U.S. educators now wonder whether they're teachers or targets. This mentality stems from the specter of their school being sanctioned for failing the state accountability tests mandated under No Child Left Behind (NCLB). According to this author, most of those tests are like blunt-edged swords: They function badly in two directions. While many teachers complain that their schools are actually better than their students' low test scores indicate, it is rare to hear teachers argue that their students' high test scores may actually be masking wretched instruction. He contends that inaccurate judgments about school quality can harm students, whether those evaluations are negative or positive, and that attention must be paid to both kinds of evaluative mistakes. (ERIC).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10